Doctorat de Psychologie du Développement Cognitif sous la direction de Lucile Chanquoy (Université Nice Sophia Antipolis) et d’Annie Piolat (Aix-Marseille Université).
Titre : Effet des émotions sur les processus rédactionnelles et orthographiques chez les enfants de fin d’école élémentaire
2009 - 2010 :
- Master 2 « Psychologie et Neuropsychologie du Développement et des Fonctionnements Cognitifs » à l’Université Nice Sophia Antipolis.
- Diplôme d’État de Psychologie Scolaire (DEPS) à l’Université de Provence.
2008 - 2009 :
Master 1 de Psychologie du développement à l’Université de Provence.
2003 - 2004 :
Certificat d’aptitude au professorat des écoles (CAPE) à l’IUFM de Nice.
1999 - 2000 :
Licence de Psychologie à l’Université Nice Sophia Antipolis.
// AFFICHAGE DES ARTICLES VIRTUELS DANS UNE NOUVELLE FENETRE
$target="";
// La boucle ci-dessous teste s'il s'agit d'un article virtuel :
?>
2014 - : Maître de Conférences en Psychologie du Développement et de l’Education (Section CNU 16), Université Côte d’Azur. Laboratoire UMR 7320 Bases, Corpus, Langage (BCL)
2013 - 2014 : Post-doctorant (Projet ANR-11-JSH2-007-1, OLGA : Orthographe Lexicale et Grammaticale : Acquisition), Université Nice Sophia Antipolis, UMR 7320 Bases, Corpus, Langage (BCL)
2009 - 2013 : Psychologue Scolaire dans le département du Var
2003 - 2009 : Professeur des écoles dans le département des Alpes-Maritimes puis du Var
// AFFICHAGE DES ARTICLES VIRTUELS DANS UNE NOUVELLE FENETRE
$target="";
// La boucle ci-dessous teste s'il s'agit d'un article virtuel :
?>
Journal of Educational and Developmental Psychology, 2016, 6 (2), ⟨10.5539/jedp.v6n2p1⟩
annee_publi
2016
resume
We analysed the influence of classroom activities on children’s affective states. Children perform many differentactivities in the course of an ordinary school day, some of which may trigger changes in their affective state andthus in the availability of their cognitive resources and their degree of motivation. To observe the effects of twosuch activities (listening to a text and performing a dictation) on affective state, according to grade, we asked 39third graders and 40 fifth graders to specify their affective state at several points in the day. Results showed thatthis state varied from one activity to another, and was also dependent on grade level. Third graders differed fromfifth graders in the feelings elicited by the activities. The possible implications of these findings for the field ofeducational psychology and children’s academic performance are discussed.
Fabien Mathy, Michael Fartoukh, Nicolas Gauvrit, Alessandro Guida
article
Frontiers in Psychology, 2016, 7-201
annee_publi
2016
resume
Both adults and children --by the time they are two to three years old-- have a general ability to recode information to increase memory efficiency. This paper aims to evaluate the ability of untrained children aged six to ten years old to deploy such a recoding process in immediate memory. A large sample of 374 children were given a task of immediate serial report based on SIMON, a classic memory game made of four colored buttons (red, green, yellow, blue) requiring players to reproduce a sequence of colors within which repetitions eventually occur. It was hypothesized that a primitive ability across all ages (since theoretically already available in toddlers) to detect redundancies allows the span to increase whenever information can be recoded on the fly. The chunkable condition prompted the formation of chunks based on the perceived structure of color repetition within to-be-recalled sequences of colors. Our result shows a similar linear improvement of memory span with age for both chunkable and non-chunkable conditions. The amount of information retained in immediate memory systematically increased for the groupable sequences across all age groups, independently of the average age-group span that was measured on sequences that contained fewer repetitions. This result shows that chunking gives young children an equal benefit as older children. We discuss the role of recoding in the expansion of capacity in immediate memory and the potential role of data compression in the formation of chunks in long-term memory.
With the growing use of electronic communication among children and adolescents, the Internet has become an important tool for their socialization and has opened up new perspectives for network and community building opportunities. However, the Internet and electronic communication tools can be used either positively or negatively and the spread of its use in these recent years has led to online risky behaviours and harm. This questionnaire survey was completed in five primary schools and seven lower secondary schools in the South of France. It sets out to assess the digital uses, risk taking and negative experiences online among primary and secondary school students in France (N=4200). Findings show that primary school students are pretty well involved in digital communication since they spend an average of 150 min per day online vs. 190 for secondary school participants. Social networking is also part of their lives with 17 % of primary school children and 50 % secondary school students who use Facebook. In terms of risk taking, only 49 % of primary students and 39 % of secondary school students report they personally know all their online friends. Cyberbullying figures show that quite a few respondents have been affected with negative experiences among which some were repeatedly victimized (14 % in primary schools and 5 % in secondary schools). These findings highlight the necessity to take the issue of educating towards a positive and safe use of the Internet seriously and that primary school children also need to be provided with proper guidance towards a safer Interne